Options
Electrical and electronic engineering students' perspectives on transferable skill acquisition
Author
Chang, Chip Hong
Supervisor
Murphy, Jim (James Raymond)
Abstract
A recent study of the prospective employers of new engineers in Singapore indicates that the employers are now looking for graduates with more than technical proficiency. They require people who are also good communicators, flexible, analytical, creative and attuned to the need of lifelong learning. The career of engineers appears to be at a turning point at the beginning of the twenty-first century. It is evolving from an occupation that provides employers and clients with competent technical advice to a profession that serves the community in a socially responsible manner. In the past engineering education has catered for the former: whereas increasingly more employers and the professional societies demand the latter.
A new educational approach is needed to address these changing requirements. There is a need to prepare the undergraduate with an understanding of the social context with which they will work, together with skills in critical analysis and ethical judgment and an ability to assess long-term consequences of their work. At the same time these changes have occurred there has been a drive to broaden the base of the engineering undergraduate curriculum in Singapore. The fundamental question that leads to this advocate is whether the engineering curriculum, as it exists today. is adequate to prepare the engineers of tomorrow.
This study establishes that within the School of Electrical and Electronic Engineering of Nanyang Technological University, transferable skills are being addressed in general, that in the eyes of the students, some of the skill sets have been over emphasized while some important skills have been neglected. The study also reveals the extent to which students are aware of the relative importance of some skills and attitudes at the workplace.
Despite the number of formal reports that have to be submitted each year by the students, the survey shows that the students are still not proficient in written communication skills. This and other preliminary findings in this report have led to further questions as to whether generic or transferable skills are best taught and learnt in separate subjects where the development of such skills is the focus of the subject or whether they should be designed to be part of the context of a technical subject.
There is much to be said for incorporating skills development in technical subject and the curriculum revision in the school of EEE. Analyses of the survey should be the cause of serious critical reflection on our plans and practices. Consequently, some recommendations for improving the teaching and learning of transferable skills and further research focuses are provided.
A new educational approach is needed to address these changing requirements. There is a need to prepare the undergraduate with an understanding of the social context with which they will work, together with skills in critical analysis and ethical judgment and an ability to assess long-term consequences of their work. At the same time these changes have occurred there has been a drive to broaden the base of the engineering undergraduate curriculum in Singapore. The fundamental question that leads to this advocate is whether the engineering curriculum, as it exists today. is adequate to prepare the engineers of tomorrow.
This study establishes that within the School of Electrical and Electronic Engineering of Nanyang Technological University, transferable skills are being addressed in general, that in the eyes of the students, some of the skill sets have been over emphasized while some important skills have been neglected. The study also reveals the extent to which students are aware of the relative importance of some skills and attitudes at the workplace.
Despite the number of formal reports that have to be submitted each year by the students, the survey shows that the students are still not proficient in written communication skills. This and other preliminary findings in this report have led to further questions as to whether generic or transferable skills are best taught and learnt in separate subjects where the development of such skills is the focus of the subject or whether they should be designed to be part of the context of a technical subject.
There is much to be said for incorporating skills development in technical subject and the curriculum revision in the school of EEE. Analyses of the survey should be the cause of serious critical reflection on our plans and practices. Consequently, some recommendations for improving the teaching and learning of transferable skills and further research focuses are provided.
Date Issued
2001
Call Number
T65.3 Cha
Date Submitted
2001